NO EXISTEN CAMBIOS
The subject guide has been updated with the changes mentioned here
The subject has an eminently applied character and is aimed at providing reflection tools to review our own beliefs and practices concerning the school in democratic societies. In this social and political context, a school should be good for everyone and not just for some. Therefore, SCHOOLS FOR ALL assumes two fundamental ideas:
- Schooling is still the way for people to make a living, so compulsory education should be good for every student.
- Every student is able to learn, and schools should be safe places for learning.
SCHOOLS FOR ALL intends to offer ideas, resources, and examples for students to imagine and develop schools that meet those initial assumptions.
SCHOOLS FOR ALL is an optional course (6ECTS) integrated in the study plan of the GRADO EN PEDAGOGÍA (4th year, second term).
It is related to EDUCACIÓN INTERCULTURAL (4th year, first term).
The competencies developed in this field are:
- To manage quality, improvement, and innovation processes in educational contexts.
- To work collaboratively.
- To use effectively the tools required to build knowledge for successful societies.
A B2 level or similar in English language is required.
The course can be taken without meeting any prerequisite except for a B2 level of English. The subject is related to the elective INTERCULTURAL EDUCATION whose resources, references, and proposals are very relevant in Schools for All.
UNED
Facultad de Educación
C/Juan del Rosal, 14
28040 Madrid (Spain)
CE12- Evaluar los procesos de enseñanza-aprendizaje y los agentes educativos.
CE13- Organizar y gestionar centros, instituciones, planes y programas de la educación y la formación.
CE14- Supervisar centros, planes, programas y profesionales de la educación y la formación.
CE15- Desarrollar procesos y modelos de gestión de la calidad de la educación y la formación.
- Tomar decisiones de mejora institucional orientadas a lograr una escuela buena para todas y todos.
- Generar comunidades profesionales colaborativas.
- Aplicar recursos de reflexión y práctica adaptados a contextos escolares específicos.
Part A. Schools for all: what does it mean?
Part B. Schools for all into practice: how does it work?
SCHOOLS FOR ALL is organised in two parts.
The student is required to make the compulsory readings and tasks by using the virtual space (chats and forums).
The study guide will be available to help the student organize the work to do during the four months (February-June) and reach the learning results proposed in this guide.
All the readings required to prepare the tasks will be available in the virtual space (Documents folder).
ONSITE TEST
|
| Type of exam |
| Type of exam |
Examen de desarrollo |
| Development questions |
| Development questions |
3 |
| Duration of the exam |
| Duration of the exam |
120 (minutes) |
| Material allowed in the exam |
| Material allowed in the exam |
NO |
| Assessment criteria |
| Assessment criteria |
The content includes the answers to the questions clearly and precisely.
The solutions include precise references to the compulsory readings and debates.
The discourse is well organised and structured.
The ideas and proposals are well justified, including statements exposed in the virtual discussion groups. |
| % Concerning the final grade |
| % Concerning the final grade |
70 |
| Minimum grade (not including continuas assessment) |
| Minimum grade (not including continuas assessment) |
5 |
| Maximum grade (not including continuas assessment) |
| Maximum grade (not including continuas assessment) |
10 |
| Minimum grade (including continuas assessment) |
| Minimum grade (including continuas assessment) |
5 |
| Coments |
| Coments |
|
CONTINUOUS ASSESSMENT TEST (PEC)
|
| PEC? |
| PEC? |
Si |
| Description |
| Description |
The PECs are integrated by two different tasks that require to use of documents available at the plataform in order to apply them in specific cases and contexts. Every one required to read and use the texts and resources previously described. It is a compulsory activity to be delivered the third week of March. |
| Assessment criteria |
| Assessment criteria |
Evaluation criteria refer to adequation to each task´s requirements described in this study guide, originality, appropriate use of the documents, reflection based in previous experiences, chats and forum participation, deadlines accomplishing. |
| Weighting of the PEC in the final grade |
| Weighting of the PEC in the final grade |
30% |
| Approximate submission date |
| Approximate submission date |
Third week of March and third week of May |
| Coments |
| Coments |
|
OTHER GRADEABLE ACTIVITIES
|
| Are there other evaluable activities? |
| Are there other evaluable activities? |
No |
| Description |
| Description |
|
| Assessment criteria |
| Assessment criteria |
|
| Weighting in the final grade |
| Weighting in the final grade |
|
| Approximate submission date |
| Approximate submission date |
|
| Coments |
| Coments |
|
How to obtain the final grade?
|
Final mark is stablished by additioning exams´mark and PEC´s evaluation. |
All the resources and readings needed to prepare SCHOOLS FOR ALL will be available at the virtual space.
Grupo INTER (2006): INTER Guide. A guide to implement intercultural education at school. www.uned.es/grupointer
All the resources required to undertake the subject will be available at the virtual platform and also in:
www.uned.es/grupointer
The complementary resources will be available in the virtual platform. They include:
- broadcasting and TV programmes www.uned.es or Canal UNED.
In order to identify the most interesting resources according to the main questions proposed in the discipline, it is recommended to use the following key words: INTER Project, intercultural education.
www.unitedexplanations.org is an example of recommended website to undertake this subject.
It is convenient to use the resources available at www.uned.es/grupointer (English version)
